INTRODUCTION
Global context
English has evolved into a global language, with non-native speakers now outnumbering native speakers (Harmer, 2007) Its widespread use is driven by its crucial roles in various fields such as employment, education, and international communication As a result, English language teaching has significantly progressed, shifting from a minimal emphasis on speaking to a focus on communicative competence (Stefano et al., 2016) Speaking skills have gained prominence, becoming a priority for both educators and learners, as the ultimate goal of learning English is to attain proficiency in speaking (Richards & Renandya, 2006; Tochon, 2006) Ur (2012) also supports this conclusion, highlighting the importance of speaking in English language education.
Among the four language skills—listening, speaking, reading, and writing—speaking is often perceived as the most crucial Individuals proficient in a language are commonly identified as its 'speakers,' suggesting that speaking encompasses all other forms of language knowledge.
Speaking in English is a challenging skill that encompasses various elements such as pronunciation, stress, intonation, and context (Bouzar, 2019; Khamkhien, 2010; Ur, 2012; Harmer, 2007) Unfortunately, in many countries where English is taught as a second or foreign language, the effectiveness of English instruction is often lacking (Taillefer & Munoz-Luna, 2014; Toland, Mills, & Kohyama, 2016; Widiati & Cahyono, 2006) Therefore, it is crucial for English teachers and educators to seek innovative approaches to enhance students' speaking skills.
Vietnamese context
Since Vietnam joined the WTO in 2007, the influx of international investments has heightened the need for English communication skills This has led to a significant demand for enhancing learners' communicative competence in second language education However, speaking skills often receive insufficient attention, as Vietnamese English teachers typically rely on traditional methods focused on vocabulary, reading comprehension, and grammar exercises As a result, students often graduate with weak English speaking abilities In public high schools, the emphasis on preparing for the National exam—which assesses reading, vocabulary, and grammar—further demotivates both teachers and students from prioritizing speaking skills.
The Vietnamese government has implemented measures to enhance second language education, focusing on enabling learners to communicate independently in their target language (Minister, 2008) As part of this initiative, English teachers are mandated to employ communicative language teaching and integrated methods in their classrooms Additionally, a compulsory speaking skills test is now required each term, replacing the previous lack of assessments Furthermore, schools must organize at least one outdoor English activity annually to encourage students to practice the language in real-life situations.
Teachers are actively seeking innovative pedagogical strategies to enhance students' oral performance, with one effective approach being the incorporation of native speakers into the learning environment Additionally, leveraging technology to bring authenticity into the classroom has gained traction, particularly with the rise of various digital tools These include Skype-based tandem exchanges, video diaries, and podcasts, among others Notably, video recording has become increasingly prevalent and has been shown to significantly improve language skills such as speaking and communication, as well as teaching performance, according to multiple studies.
Rationale for the study
The motivation for this study stems from the researcher’s experience as a high school English teacher facing challenges with reluctant students who struggle to speak basic English despite years of formal education With over forty students in a class, the researcher finds it difficult to provide adequate speaking practice and feedback on their mistakes To address this issue, the study aims to enhance learners’ self-learning, reflective practice, and collaborative efforts outside the classroom Drawing from her own experience with self video-recording for reflection, the researcher plans to implement this technique among students, encouraging them to record their English speaking and share it in a Facebook group for mutual feedback, fostering a supportive learning environment under her supervision.
Using video-recording for reflection and collaboration is increasing in multiple fields such as teacher training (Kpanja, 2001; Star & Strickland, 2008; Rich & Hannafin,
Research has shown that the use of videotapes in language learning significantly enhances students' proficiency, particularly in speaking skills (Akdeniz, 2017; Encalada & Sarmiento, 2019; Gửktỹrk, 2016; Gou, 2013; Kırkgửz, 2011; Wahyudin, 2017) The effectiveness of this method is attributed to its ability to provide reliable assessments of both verbal and nonverbal behaviors of learners, as highlighted by various studies in health services and education (Bensing, Verheul, & van Dulmen, 2008; Pilnick, Hindmarsh, & Gill, 2009; Zandbelt et al., 2007).
In Vietnam, the implementation of Decision 1400 by the Prime Minister in 2008 has fostered the integration of technology in foreign language teaching and learning, enhancing opportunities for both teachers and students With a significant number of students possessing smartphones equipped with advanced features like cameras and internet connectivity, they are well-equipped to engage with modern educational tools.
In recent years, students have increasingly turned to smartphones for social networking activities, such as chatting on platforms like Facebook, rather than focusing on learning English (Hoang, 2015) This trend has sparked interest in researching how smartphone features, particularly video-recording and Facebook groups, can enhance English oral performance While there is a limited number of studies on the use of video-recording to improve speaking skills in Vietnam, one notable study by Pham and Nguyen (2019) explored the impact of combining video-recording with a task-based approach on college students' speaking proficiency However, there is a significant gap in research concerning high school students and their speaking skills, motivating further exploration in this area.
Purpose statements
This study investigates high school students' experiences with video-recording their English speaking skills, focusing on the benefits, values, and challenges they encounter It emphasizes the role of teacher guidance and peer collaboration in enhancing learners' perceptions of this method Additionally, the research seeks to identify potential obstacles faced by students and gather their suggestions for improving the video-recording process in language learning.
Research question
To achieve these purposes, the following research question is formulated:
What are learrners’ perceptions of using video-recording to improve English speaking skills?
Significance of the study
This study holds both theoretical and practical importance, as it explores the impact of video recording and peer feedback within a Vietnamese high school setting It aims to determine if the findings from prior research align with this specific context and to identify any emerging issues.
This case study is essential for teachers and educators as it offers insights into the learning process through blended teaching, particularly by using video-recording to enhance speaking skills The literature review and conceptual framework provide a deeper understanding of how video-recording facilitates learning, encouraging educators to rethink the use of smartphones in their teaching methods Moreover, this framework serves as a foundational element of the research and can benefit others in the educational field Additionally, the study reinforces existing findings related to the context of Vietnamese high schools.
This study provides valuable insights into the challenges of teaching and learning speaking skills in Vietnamese high schools It highlights the dual role of technology, which can both enhance and obstruct the educational process Additionally, the research offers a solution that aligns with the requirements of the Ministry of Education and Training while addressing the need for integration into the global market.
This qualitative case study provides a detailed examination of the procedures involved in implementing video-recording with peer feedback, highlighting learners' expectations and the challenges they face This insight equips teachers and educators with valuable information for effectively integrating this approach into their teaching and learning environments While numerous studies globally have explored the use of video-recording to enhance speaking skills, there is a notable lack of research in Vietnam, particularly at the high school level Consequently, this study represents a significant contribution to the existing body of knowledge in this area.
Delimitations of the study
This study was limited to Nguyen This Minh Khaki High School, focusing solely on one class of grade 11 students The researcher gathered data on specific aspects of oral performance, including vocabulary, grammar, pronunciation, intonation, communication skills, confidence, motivation, reflection, and collaboration Data was obtained through learners' reflective journals and semi-structured interviews, rather than examining all components of speaking associated with communicative competence.
LITERATURE REVIEW
Speaking skills
In second language acquisition, the complexities of teaching and learning speaking skills raise important questions, as highlighted by scholars Chastain (1998) emphasizes that speaking is a productive skill encompassing various components, extending beyond merely producing correct sounds or selecting appropriate words Additionally, Florez and Cunningham underscore the significance of linguistic competence in this multifaceted process.
In 1999, the concept of sociolinguistic competence was introduced, highlighting the importance of understanding the context and nuances of language use Goh and Burns (2012) described speaking as a complex skill that requires the simultaneous activation of cognitive, physical, and socio-cultural processes, emphasizing that speakers must rapidly utilize their knowledge and skills in real-time interactions.
This small-scale study explores learners' perceptions of speaking skills, emphasizing grammar, vocabulary range, intonation, and pronunciation across specific topics Additionally, it examines sociolinguistic competence indicators, including communication skills, motivation, and speaking strategies.
Video-recording
Video recording, whether using a laptop, professional camera, or smartphone, serves as an effective tool in language teaching for speaking rehearsals and feedback (Guichon & Cohen, 2012) It fosters discussion and collaboration among learners (Akdeniz, 2017; Cheng & Chau, 2009; Darmi & Albion, 2017; Glenn, 1996) This method enables the evaluation of both verbal and nonverbal communication skills (Guo, 2013; Hirata, 2009; Hung, 2010; Pham & Nguyen, 2019) Furthermore, it provides speakers with valuable insights into their English speaking abilities while allowing viewers to learn from the strengths and weaknesses of others (Jordan, 2012).
In this study, students videoed themselves speaking English using whatever they had, especially smartphones, and then posted their final products on the Facebook group for their peers’ feedback.
Reflection and reflective learning
Reflection is a multifaceted concept that has been explored by various scholars, notably John Dewey, who emphasized that reflection is not merely a sequence of thoughts but a structured process where each idea builds upon the previous one, leading to meaningful outcomes (Dewey, 1933) He highlighted the importance of understanding the relationship between practice and desire, suggesting that desire serves as both a requirement for desired outcomes and a standard for evaluating them This iterative process involves continuous action and reflection, with desire encompassing both attitudes and skills essential for effective inquiry (Boud, Keogh & Walker, 1985).
Reflection in learning encompasses both reflective thought and activities, as highlighted by Dewey, who described reflective thought as "active, persistent and careful consideration" (Dewey, 1933, p.9) He identified two types of experiences that facilitate learning: "trial and error," which offers limited understanding, and "reflective activity," which he deemed more effective as it continuously connects past and present experiences through reflective thought.
Kolb and Fry's (1975) learning model outlines four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation, demonstrating that reflection is essential for effective learning This process begins with a concrete experience that is observed and reflected upon to develop new concepts, which are then applied to test new situations, leading to further experiences They emphasized that effective learners must cultivate both cognitive and reflective skills for optimal learning outcomes.
(1985) commented that Kolb and Fry in spite of not describing the nature of reflection in detail, they clearly proved the essential role of reflection in learning
According to Boyd and Fales (1983), reflection is a process-oriented approach that involves awareness of internal issues, clarification of concerns, and the ability to observe and consider multiple perspectives They emphasize the importance of distinguishing between experiential learning, which often occurs unconsciously through repetition, and reflective learning, which is intentional and leads to significant changes in cognition and emotion Similarly, Dewey (1933) highlighted the value of reflective learning over mere experience, advocating for its role in fostering deeper understanding and personal growth.
Influenced by Dewey’s reflection theory, Boyd and Fales also regarded reflective learning as a spiral process through six stages:
2 Identification or clarification of the concern
3 Openness to new information from internal and external sources, with ability to observe and take in from a variety of perspectives
4 Resolution, expressed as “integration,” “coming together,” “acceptance of self-reality,” and “creative synthesis.”
5 Establishing continuity of self with past, present, and future
6 Deciding whether to act on the outcome of the reflective process
Reflective learning initiates when an individual recognizes incomplete or imperfect aspects of their understanding For effective learning to occur, the individual must actively engage in the process, demonstrating enthusiasm in exploring causes, evaluating situations, and discussing potential solutions, while connecting past experiences with present and future contexts This proactive approach fosters an environment conducive to reflective learning, emphasizing the importance of gathering information from diverse sources and examining issues from multiple perspectives.
Reflective learning, as described by Boud, Keogh, and Walker (1985), consists of three stages: preparation, engagement, and processing In the preparation stage, students receive tasks and seek clarifications from teachers, which fosters reflection as they understand their requirements and plan their approach The engagement stage involves students actively participating in tasks, applying learned concepts while facing challenges that prompt them to revisit theories and collaborate with peers and teachers Finally, in the processing stage, learners reflect on their experiences by reviewing their actions, emotions, challenges, and successes, ultimately recognizing both their strengths and areas for improvement.
Learning occurs through intentional reflection, enabling learners to take control of their educational journey This process encompasses both cognitive growth and emotional shifts, which can either facilitate or obstruct learning Rooted in Dewey’s theory, it emphasizes the importance of purposeful activities in fostering effective learning experiences.
Walker (1985) contribute to centralizing the feeling factor of the learner in learning process.
The employment of Facebook group to upload videos
Researchers have utilized various platforms, including school websites, blogs, LMS, YouTube, and recently Facebook, to display video recordings for second language education The increasing popularity of Facebook, due to its multifunctionality, presents a unique opportunity for pedagogical, social, and technological engagement (Wang et al., 2012) Its ease of implementation makes it a favored choice among learners, who are already familiar with its features (Gửktỹrk, 2016; Kabilan et al., 2010) This familiarity fosters a sense of community, enhancing motivation, authentic communication, and English language performance (Blattner & Fiori, 2009) Engaging with language lessons on Facebook has made learning enjoyable and has improved students' proficiency (Mills, 2009) Additionally, the platform promotes better comprehension of theories and stimulates creativity through discussions and interactions (Haverback, 2009) Facebook groups facilitate peer feedback and enhance the likelihood of viewing and reviewing videos, allowing for diverse video uploads However, there are drawbacks, such as the potential for students to waste time on non-educational activities and the time-consuming nature of uploading videos (Fodeman & Monroe, 2009; Gửktỹrk, 2016).
Using video-recording to improve speaking skills
Reflection and collaboration are essential for learning, and educators have increasingly utilized technology, particularly video recording, to foster these elements among students This section examines how video recording procedures can enhance reflection and collaboration, outlines the benefits of using this method, and discusses the challenges and conditions that may arise during its implementation.
2.5.1 How the procedures of using video-recording may maximize reflection and collaboration
Figure 2.1 Summary of the procedures of using video-recording
Teachers assign tasks that students must understand to ensure their video recordings meet requirements This comprehension involves reasoning, reflection, and inquiry, as learners plan their presentations and seek clarification from the teacher During the video recording practice, reflection takes place through the processes of reviewing, noticing, analyzing, and editing.
Teacher assigns tasks and students do video-recording
Students post their products on Facebook groups and comment on their teammates’ ones
Students write reflection Teacher gives feedback and has discussion with students about the points needing improving (if necessary)
In the second step, students collaborated and negotiated with their teammates through giving and receiving feedback Reflection happened since as Boyd & Fales
In 1983, it was proposed that learners actively engaged with diverse perspectives from their peers, evaluating their work against that of their friends Ultimately, it was the learners themselves who determined their next steps for future performances.
To enhance a learner-centered approach, the teacher engaged students in discussions about serious speaking issues, offering assistance only when requested This method encouraged students to express their challenges, ask questions, and collaboratively develop effective solutions The teacher acted as a facilitator, providing resources and guidance as needed (Grundy, 1982).
Students engaged in reflective journaling to assess their strengths, weaknesses, challenges, and emotions, as outlined by Boud, Keogh, and Walker (1985) This crucial step allowed learners to gain a comprehensive understanding of their reflection process and served as a clear roadmap for enhancing their future performances.
2.5.2 Benefits of utilizing video-recording
Video recording has become an accessible tool for language teachers and students, primarily due to the availability of affordable smartphones equipped with user-friendly cameras suitable for all ages These devices offer various editing and decorating features that enhance the video creation process Numerous studies have highlighted the significant benefits of video recording in language learning, demonstrating its effectiveness in fostering reflection and collaboration, improving communication skills, and boosting learners' confidence and motivation.
2.5.2.1 Stimulating reflection and collaboration through peer feedback
Video recording significantly enhances learner engagement in the educational process by stimulating reflection, as supported by various researchers (Erickson, 2006; Glenn, 1996; Natalia, 2009; Shih, 2010; Tobin & Hsueh, 2006; Tochon, 2006) Learners can repeatedly analyze their verbal and non-verbal expressions, allowing them to track their progress by comparing earlier recordings Glenn (1996) emphasized that video recordings enable learners to view themselves from the audience's perspective, confronting their speaking style and appearance This self-evaluation fosters critical thinking and reflective skills, while discussions with peers post-viewing further deepen their insights into their speaking abilities Consequently, a rich learning environment is established, empowering students to take control of their learning journey.
Video recording not only enhances learners' reflection but also fosters a collaborative learning environment through peer feedback (Akdeniz, 2017; Cheng & Chau, 2009) This peer assessment benefits both the feedback givers and receivers, as givers develop the ability to evaluate their own work and gain insights from their peers, while receivers learn from valuable feedback or cultivate critical thinking skills Additionally, providing peer feedback helps improve interpersonal skills and strengthens team relationships, which can boost motivation when students feel they are collaborating with true friends (Jordan, 2012) The use of video as a reliable resource facilitates the processes of reviewing, analyzing, evaluating, discussing, and negotiating meanings among learners.
Numerous studies indicate that learners significantly enhance their language skills through video recording In preparation for these recordings, students actively researched unfamiliar vocabulary and applied recently acquired words, leading to an expansion of their thematic vocabulary (Akdeniz, 2017; Casta-eda & Rodríguez-González, 2011; Kirkgửz, 2011; Sun, 2012) Additionally, reviewing their own and peers’ performances helped learners identify and correct grammatical errors, fostering self-improvement and imitation of effective speaking techniques (Berney, Tomi & Schlau, 1989; Casta-eda & Rodríguez-González, 2011; Kirkgửz, 2011; Pham & Nguyen, 2019) Furthermore, the practice of creating multiple drafts and receiving peer feedback notably enhanced learners' pronunciation and accuracy.
& Rodríguez-González, 2011; Encalada & Sarmiento, 2019; Gromik, 2012; Pham & Nguyen, 2019; Soto & Zenteno, 2019)
Numerous studies have highlighted the enhancement of communication skills through video recording, which allows learners to review their performances and learn from peers (Glenn, 1996; Berney, Tomi & Schlau, 1989; Guo, 2013; Hirata, 2009; Hung, 2010; Pham & Nguyen, 2019) This method enables students to refine their visual presentation and delivery strategies while facilitating discussions and negotiations (Glenn, 1996) Additionally, learners become more aware of conversational flow and improve their improvisational skills in real-life situations (Akdeniz, 2017) Video recording fosters social interaction by encouraging collaborative feedback and discussion among students during task completion (Darmi & Albion).
Besides, researchers also agreed on speech content development of learners when using video-recording (Castaủeda & Rodrớguez-Gonzỏlez, 2011; Glenn, 1996; Gửktỹrk,
Research indicates that video recording significantly enhances students' speech structure and content Glenn (1996) highlighted its benefits as a tool for practicing feedback, identifying style issues, and analyzing structural content Castañeda & Rodríguez-González (2011) found that university students who drafted and reflected on their speaking through retrospective self-evaluation showed slight improvements in fluency and overall task performance Their findings suggest that increased self-awareness and self-analysis contribute to enhanced speaking skills Similarly, Gürktyrk (2016) employed inter-rater assessments of students' video recordings to evaluate oral performance, revealing notable increases in content elaboration This aligns with students' perceptions, as they recognized issues in idea arrangement and message conveyance after reviewing their recordings.
Research indicates that students experienced increased confidence and motivation after engaging in video recording activities They developed a keen interest in video production and enjoyed seeing themselves speak English (Berney, Tomi & Schlau, 1989; Shih, 2010) Additionally, collaborative group work allowed students to correct each other's grammatical errors and navigate cultural barriers, enhancing their interpersonal skills and fostering a sense of community.
Research shows that video recording enhances learners' motivation and satisfaction by allowing them to track their progress in English language learning This innovative and engaging method encourages students to speak more confidently, making the learning experience enjoyable and effective (López & Tepetla, 2018; Pereira, Bermúdez & Medina, 2018; Shih, 2010).
Video recording significantly enhances learners' confidence by allowing them to review and revise their performances, which helps them identify their strengths and weaknesses When combined with peer feedback, this method offers numerous opportunities for self-improvement The increase in confidence stems from repeated practice and the sense of achievement experienced when comparing initial drafts to final versions.
2.5.3 Challenges of using video-recording
The implementation of video recordings, while beneficial, has presented several challenges One major issue is the time-consuming process of uploading large videos to Facebook groups, particularly when internet speeds are low, which can distract students with social media feeds and chats Moreover, video feedback can negatively impact anxious students, causing stress and self-doubt about their performance Research indicates that many students feel embarrassed when recording themselves, which hinders their ability to engage in self-reflection and leads to repeated mistakes Additionally, students often struggle to effectively utilize video recordings for learning, failing to recognize key language errors in their own and others' performances.
(Hirata, 2009) The problem is that along with robbing the valuable points from others’ performances, students may also imitate others’ mistakes
2.5.4 Conditions of utilizing video-recording
Summary of the literature review
The literature review highlights the significance of speaking skills and video recording in enhancing English speaking proficiency, emphasizing the roles of reflection and collaboration Dewey (1933) defines reflection as a process that involves reviewing past experiences, comparing them with the present, and planning for future actions He further elaborates on the connection between practice, desire, and reflection, underscoring the importance of reflective thought and activity in the learning process This foundational theory has influenced subsequent researchers, including Kolb and Fry, in the exploration of reflective practices in education.
In 1985, Boud, Keogh, and Walker introduced a significant model for learning through reflection, which the researcher chose for its practical applicability A key aspect of their model is the emphasis on the emotional component, highlighting how feelings arising from reflection or peer collaboration can either enhance or obstruct the learning process.
Video recording in education has gained significant popularity as it serves as an effective tool for enhancing reflection and fostering collaboration among students and educators (Akdeniz, 2017; Cheng & Chau, 2009; Erickson, 2006; Glenn, 1996; Natalia, 2009; Shih).
Video recording has been shown to significantly improve speaking skills, including vocabulary, grammar, pronunciation, fluency, communication skills, confidence, and motivation (Tobin & Hsueh, 2006; Tochon, 2006) Despite the positive outcomes, the use of video recording raises concerns regarding learners' emotions, potential exploitation, and the platforms utilized Among various technological innovations, Facebook groups stand out due to their familiarity with learners Although there are drawbacks, such as distractions and time-consuming uploads, the benefits include enhanced interaction and a more enjoyable learning experience (Kabilan, Ahmad & Abidin, 2010; Mills, 2009) Thus, careful planning, training in software and hardware, linguistic support, and the promotion of a constructive learning environment are essential for effective implementation.
Research gap
The use of video recording to improve speaking skills has become increasingly common in blended learning environments for second language education Research shows that video recording can enhance social, technical, and language skills; however, findings vary among studies While some researchers, such as Bradley (1970) and Sun (2012), found no significant improvement in speaking skills, others reported positive outcomes Additionally, participants often felt they had improved, despite differing assessments from their teachers This study aims to provide further evidence on this topic.
In Vietnam, there is a lack of research on learners' perceptions of using video recording to enhance English speaking skills, highlighting the cultural challenges faced by students Given the prevalent teacher-centered methods in the country, blended learning presents significant difficulties for both learners and educators While previous studies have primarily targeted tertiary-level participants, this current research focuses on high school students, aiming to provide new insights into the role of video recording in second language acquisition.
METHODOLOGY
Conceptual framework
The researcher has developed a framework illustrating how video recording enhances learning through reflection, building on Boud, Keogh, & Walker’s (1985) model of reflective learning While Boud et al detailed the stages of learning and the critical role of reflection at each stage, they did not specify the tools necessary for effective reflective learning This gap prompted the researcher to adapt the model to create a more comprehensive framework (See Figure 3.1).
Learners effectively engage with tasks when they can comprehend them, which requires a foundation of relevant knowledge As outlined in Harmer's methodology, students progress from controlled practice to free performance, transitioning from practice to production stages This progression demands critical thinking and a reconceptualization of the task, as noted by Main Consequently, learners develop a structured framework for their performance, practicing speaking independently Their outputs serve as inputs for further learning, enabling them to gain insights from their own mistakes, as highlighted by Izumi.
Collaboration significantly enhances learners' performance as they engage with peers to discuss, review, and provide feedback on each other's work This process fosters reflection, allowing students to compare their own efforts with those of their classmates, thereby recognizing strengths and weaknesses that may have gone unnoticed initially By analyzing their peers' videos, learners can adapt their perspectives and gain insights through constructive feedback, which reinforces their understanding and highlights areas for improvement As Boud, Keogh, & Walker (1985) emphasize, this collaborative reflection is an active inquiry, where students seek solutions to unresolved issues from their own work by exploring others' performances and engaging in meaningful discussions.
Learning is enhanced when students engage in video reflection and collaboration, allowing them to articulate and codify their past experiences (Stefano et al., 2016) This reflective process has both emotional and cognitive effects, as it provides students with the motivation to improve their performance by analyzing their strengths and areas for growth Consequently, this analysis boosts their self-efficacy, leading to greater confidence in their abilities (Bandura).
(1977) stressed that people would be encouraged to devote more time and effort to learn something when their self-efficacy levelled up In alignment with this, Zimmerman
Self-efficacy is essential for effective learning, as highlighted by (2000) Stefano et al (2016) emphasized that reflection enhances cognitive development by allowing students to repeatedly review their own and peers' performances, leading to valuable feedback This process provides ample opportunities for analysis, comparison, and contrast, enabling students to learn important lessons Consequently, they can explore a single topic from multiple perspectives, experience various presentation methods, and engage with diverse viewpoints.
Setting goals for improvement is a crucial part of the reflective process, as highlighted by Boyd & Fales (1983), who described it as a preparatory action stage where decisions are made regarding whether to adapt, adopt, or maintain previous perspectives Researchers view this stage as a vital precursor to implementing new strategies that enhance performance, as noted by Boud, Keogh & Walker (1985) and Kolb & Fry.
Incorporating a critical step often overlooked in previous models, the researcher emphasizes that high school learners may exhibit persistent behavioral patterns that are challenging to alter without clear goal setting for improvement (Candy, Harri-Augstein & Thomas, 1985) This stage serves as motivation for students to create a new video recording, as they aim to address their previous shortcomings and aspire for a more effective outcome.
Figure 3.1 Conceptual framework developed from Boud, Keogh, & Walker’s (1985)
Preparation for the topic given
Reflection through the videos and collaboration
Improvement for the next video- recording
Performance by doing video-recording and emotional filter through cognitive
Research design
The researcher utilized a qualitative case study design to explore the perceptions of a group of grade 11 students regarding the use of video recording to enhance their speaking skills This approach is particularly suitable for the study as it aligns with the research questions focused on in-depth exploration of student reflections and semi-structured interviews According to Merriam (1998), qualitative case studies are effective in examining specific groups, making this design relevant for investigating the impact of video recording on speaking skill development.
This research provides an intensive, holistic analysis of a specific phenomenon, focusing on thirty-six grade 11 students who utilized video recording to enhance their English speaking skills It highlights the complexity of social variables, such as learners' rehearsal impacting their speaking fluency and accuracy, which cannot be controlled Characterized as a qualitative case study, the research is particularistic and descriptive, employing thematic analysis of data collected from learners' reflective journals and semi-structured interviews over three months Additionally, it is heuristic, as it clearly outlines each step of the study, including the literature review, intervention procedures, and data collection and analysis, enabling other educators to adapt the process for their own teaching contexts.
Research site and participants
A study was carried out at a public school in Binh Thuan province, adhering to the curriculum set by the Ministry of Education and Training This curriculum features a thematic structure presented in the textbooks, enabling students to develop four essential skills.
The Department of Education and Training of Binh Thuan promotes the use of Communicative Language Teaching (CLT) and integrated teaching methods to enhance students' communicative competence This approach encompasses various skills, including reading, speaking, listening, and writing, and covers a wide range of topics from everyday life to academic subjects.
The study utilized a convenience sampling method, selecting one intact class of thirty-six grade 11 students (11A1) who were taught by the researcher from September 2020 to January 2021 Creswell (2012) suggests that using an intact class minimizes disruptions in the learning environment, particularly for K-12 students who prefer a sense of community Grade 10 students were excluded due to their newness to the school and its disciplines, which could hinder their participation Additionally, grade 12 students were deemed unsuitable for the research as they were focused on preparing for the National exam.
A total of thirty-six students engaged in the comprehensive video-recording process, which included creating video recordings, providing feedback, writing reflective journals, and participating in interviews Following the submission of their reflective journals, the students were organized into six groups of six for group interviews Every student actively participated in these interviews, contributing valuable data for the research.
Instruments
Reflective journals are valuable tools in qualitative research, promoting development and understanding (Borg, 2001) They facilitate informal learning by allowing writers to express their experiences, feelings, and thoughts, providing readers with insights into the learning process (Boud, 2001) Utilizing reflective journals in research can effectively explore participants' learning experiences and perceptions of treatments These journals can be either structured, following specific topics or guidelines, or unstructured, allowing for free expression (Mackey & Gass, 2005).
The study utilized structured-reflective journals to assist high school students in expressing their thoughts and reflections more effectively Participants wrote in Vietnamese after submitting videos and providing feedback to peers, allowing them to discuss the benefits and challenges of video recording, their preparation experiences, and insights gained from others’ work This approach aimed to enhance students' awareness of their language use and encourage reflection on their learning, ultimately guiding them in planning for future performances.
The reflective journal template was designed based on research objectives and a literature review, focusing on learners' perceptions of the benefits and challenges of video recording It includes sections for learners to reflect on their own videos, their peers' videos, and the feedback received Additionally, the final section provides an overarching view of their reflections, summarizing their learning experiences and areas for improvement.
In small-scale research, interviewing serves as a powerful method to explore various aspects of respondents, capturing both verbal and non-verbal signals Data gathered from interviews can substantiate and enhance the findings from reflective practices (Efron & Ravid, 2013) This study utilized semi-structured interviews for their flexibility, allowing interviewers to prepare open-ended questions while probing for deeper insights during discussions Interviewers clarified questions and responses, encouraging students to provide extended answers Additionally, observing students' behaviors and attitudes during these interactions offered valuable context to the research (Drever, 1995).
The interview preparation was informed by reflective journals, highlighting students' challenges with giving and receiving feedback, as well as their difficulties in learning from peers' input To gain deeper insights, the researcher crafted engaging interview questions focused on students' perceptions of feedback, their reflections on personal video recordings, and the collaborative learning process These questions aimed to explore the usefulness and concerns regarding video-recording in learning, ultimately enhancing understanding of the reflective learning experience (see Appendix B).
The study aimed to understand learners' experiences and motivations, with initial questions focusing on their self-assessment of speaking skills Subsequent questions encouraged reflection on their own and peers' video performances, while others addressed issues related to ineffective feedback documented in their reflective journals Additionally, the study sought insights into students' learning plans for future improvement and examined challenges faced with video recording, such as time consumption and technical difficulties Finally, the research explored whether students recognized the benefits of video recording for enhancing their speaking skills.
The researcher chose group interviews over individual interviews, as highlighted by Thomas et al (1995), because group settings foster a diverse range of information and discussions among participants This approach leads to a more in-depth and valuable exploration of the topic at hand.
The interview took place after students finished their fifth reflective journal, allowing the researcher to pose questions in Vietnamese for clarity and to minimize misunderstandings This approach enabled students to seek clarification and express their thoughts more accurately Additionally, students received the stimulating questions in advance, which provided them with time to prepare, ultimately enhancing the reliability of the data collected.
Data collection procedures
In the first week, students were organized into groups of six and created Facebook accounts to share their performances, allowing peers and the teacher to provide feedback in Vietnamese The teacher supplied evaluation guidelines during the initial lesson, encouraging students to seek clarification on any uncertainties Emphasizing the importance of constructive criticism, the teacher ensured that comments were intended for improvement, fostering an environment where feedback was honest and sincere, while also encouraging students to embrace critiques without feeling ashamed or offended.
The teacher-researcher established flexible rules with students to enhance their speaking skills Students were permitted to record their speaking performances multiple times until they felt satisfied, with final submissions due every two weeks The video topics were collaboratively chosen based on the English 11 curriculum from the Ministry of Education and Training In-class instructions for the speaking tasks were provided, encouraging students to utilize newly learned language effectively Additionally, students were required to write constructive comments in Vietnamese on their peers' videos and submit a reflective journal in Vietnamese after each performance by the following week.
Table 3.1 Video-recordings' topics and time
Video-recording number Topics Time
Video-recording 1 Describing a person you admire most Week 2 Video-recording 2 Describing an unforgettable personal experience
Video-recording 3 Describing a competition you like most or you took part in
Video-recording 4 Describing a celebration you like most Week 8 Video-recording 5 Describing one of your hobbies Week 10
The guidelines (see Appendix F) for students to do the recording were built and showed to students in the first week so that they could ask for any further explanations
The video project commenced in the second week, with high school students creating and submitting their first video within a week, despite their busy schedules By the third week, they engaged in related tasks, including providing feedback and writing reflective journals Throughout weeks 4, 6, 8, and 10, participants recorded and submitted their second, third, fourth, and fifth videos, while weeks 5, 7, 9, and 11 were dedicated to feedback and reflections In week 12, the teacher-researcher conducted six semi-structured group interviews in Vietnamese to minimize misunderstandings, ensuring a comfortable environment agreed upon by both the teacher and students The interviews were recorded to aid in the subsequent data analysis process.
Table 3.2 Procedures of employing video-recording
Setting up groups and some rules Modelling one video-recording and ways to give feedback
Week 2 Students submitting the first video recording
Week 3 Students giving and receiving feedback from teammates; and writing the first reflective journal
Week 4 Students brainstorming the second topic; and submitting the second video-recording
Students giving and receiving feedback from teammates; and writing the second reflective journal
Students brainstorming the third topic; and submitting the third video- recording
Students giving and receiving feedback from teammates; and writing the third reflective journal
Week 8 Students brainstorming the fourth topic; and submitting the fourth video-recording
Week 9 Students giving and receiving feedback from teammates; and writing the fourth reflective journal
Week 10 Students brainstorming the fifth topic; and submitting the fifth video- recording
Week 11 Students giving and receiving feedback from teammates; and writing the fifth reflective journal
Week 12 Conducting the semi-structured interview.
Data collection and analysis
The current research utilized qualitative data from reflective journals and semi-structured interviews to explore learners' perceptions over time Following each video recording, learners documented their reflections to facilitate personal growth The final reflections were analyzed to focus on learners' insights rather than their progress The researcher transcribed the initial reflections using Microsoft Word 2010 to formulate guiding questions for the semi-structured interviews and refine the interview process Adjustments to the questions were made after reviewing the fifth reflective journals to incorporate new insights For instance, learners initially reported difficulties with their speaking skills during video recordings, prompting targeted questions about specific challenges Subsequent reflections revealed improvements in vocabulary and pronunciation, attributed to the video-recording practice The semi-structured interviews, conducted one week after the last reflections, allowed students to respond to questions in sequence while engaging in discussions and agreeing on answers when applicable Each response was transcribed for analysis.
Data collection activities were conducted over five stages within three months, incorporating various interventions Although a timetable was established for the process, practical challenges led to schedule adjustments Students requested additional time to upload their videos and provide feedback due to their unfamiliarity with video-recording Additionally, some students deviated from the guidelines by recording audio instead of video, sending submissions directly to the teacher instead of posting in the group, and providing insufficient comments Consequently, the teacher utilized the first video submission as a teaching example to reinforce the rules, resulting in further delays to the original schedule.
In the initial phase, the researcher established guidelines, allowing students to form their own groups and create Facebook accounts After presenting a sample video and providing collective feedback, students submitted their first videos and commented on their peers' work The teacher identified students who did not adhere to the rules and communicated this to the entire class This stage lasted two weeks, during which the researcher gathered the first round of reflections.
In the second stage of the study, the researcher facilitated brainstorming sessions on various topics, during which students recorded videos, shared them, and provided feedback to their peers Over the initial six weeks, students also wrote reflections on their experiences The researcher subsequently gathered the second and third reflections and created transcripts for each learner's first, second, and third reflections.
The teacher-researcher provided feedback on recurring issues after each student submitted three videos and organized a meeting for students to raise questions Additionally, the teacher highlighted common mistakes anonymously, encouraging students to take notes and focus on these areas in future performances To facilitate improvement, the researcher prepared guiding questions.
After that, students continued working on the two videos left in four weeks The researcher collected the fourth and fifth reflections and made transcriptions, then complemented guiding questions
In the final stage of the research, the teacher-researcher organized semi-structured interviews with students, establishing a schedule and providing guiding questions Over the course of one week, these interviews were conducted and recorded Each student's responses were transcribed, and the transcriptions were subsequently returned to the students for verification to ensure accuracy in representing their ideas.
Data analysis is the process of interpreting and consolidating information to derive meaningful insights from various sources, as defined by Merriam (2001) This study utilized analytic strategies such as embedded case description and qualitative data analysis, as outlined by Yin (2009), to effectively understand the data collected.
The researcher employed a descriptive approach to examine learners' perceptions of video-recording, detailing their experiences through reflective journals and semi-structured interviews that highlighted the videoing process, benefits, and challenges encountered Qualitative data from group interview transcripts and reflective journals revealed key themes, providing insights into the reasons behind each student's perceptions.
The data collected from reflective journals and semi-structured interviews were analyzed thematically to address the two research questions This process involved exploring codes derived from the instruments and identifying key themes The initial level of analysis revealed basic themes, which are detailed in Appendix K, highlighting significant concepts from the textual data.
The research involved a systematic approach to data ordering, where similar basic themes were grouped into organizing themes, as detailed in Appendix L Ultimately, these organizing themes culminated in global themes, outlined in Appendix M, which served as the conclusive arguments addressing the research questions (Attride-Stirling, 2001).
The researcher meticulously coded data from students' reflective journals and interviews in Vietnamese to preserve their original meanings In the findings chapter, this data was translated into English with assistance from colleagues and a friend studying teaching methodology in graduate school.
The researcher conducted a thorough review of students' reflective journals, videos, comments, and interview transcripts to gain a comprehensive understanding of the data and identify meaningful theme categories This coding process involved meticulous cross-referencing of students' writings and interview recordings to capture all relevant ideas Common phrases were grouped into categories, which led to the development of overarching themes To enhance the validity of these themes, the researcher referred back to the literature review for comparison and definition of related terms, while also employing data triangulation from reflective journals and interviews, as well as member checking.
The researcher meticulously reviewed data, codes, and themes multiple times, continuously refining their names until achieving satisfaction This iterative process sometimes led to the emergence of new categories, necessitating a restart in theme deduction Themes were then organized based on similarities, employing a method of comparison and contrast to define terms This comparative analysis facilitated the establishment of conceptual labels, which were essential for data interpretation and argument development Critical thinking and logical reasoning were vital during this stage, ensuring the information remained relevant to the research questions and objectives Figure 3 below illustrates the data collection and analysis process.
Trustworthiness of the study
Ensuring the trustworthiness of a study is crucial, and Guba suggests four key criteria to achieve this: credibility, which emphasizes internal validity; transferability, focusing on external validity and generalizability; dependability, prioritizing reliability; and confirmability, which values objectivity.
Data collection and analysis process
Raw data (from reflective journal and transcript of semi- structured interview)
Organizing and preparing data for analysis
Coding the data and deducing themes
Interrelating the themes and interpreting the themes
The term refers to the alignment between the study's objectives and outcomes, which can be ensured through various methods Notably, the researcher conducted the study at her teaching school, allowing her to gain insights into her students and collaborate with the board, colleagues, and staff who understood the study's significance As highlighted by Shenton (2004), establishing trust with the participating organization is crucial for credibility Additionally, the researcher employed triangulation, incorporating diverse data collection strategies such as reflective journals and semi-structured interviews To further enhance credibility, member checks were utilized, where participants reviewed interview transcripts to confirm their intended meanings, as emphasized by Shenton (2004).
Merriam (1998) defines the term as the potential to apply study results to different contexts Despite the limited sample size of 36 students from Nguyen Thi Minh Khai high school, the findings can still be beneficial for other educators, as Bassey (1981) suggests that similar situations allow for the application of these results To facilitate this, a comprehensive description of the research context is essential While the researcher focused on a specific phenomenon to address a problem at her school, she also provided detailed information about the participants and the school background, making the study valuable for future research.
Dependability in research, as defined by Shenton (2004), refers to the consistency of findings when a study is replicated under the same conditions, methods, and participants To enhance dependability, it is crucial for researchers to provide a comprehensive account of their research design, data collection processes, and reflective evaluations Additionally, employing a triangulation method, such as using reflective journals alongside semi-structured interviews, serves as reliable evidence to validate the accuracy of the data By utilizing a clear framework and scientific tools for data analysis, researchers can ensure that their findings are dependable.
Shenton (2004) emphasizes the importance of objectivity in confirmability, highlighting that study findings should stem from data and participants' perceptions rather than researcher biases To ensure this, the researcher utilized member checking (Janesick, 2000) and triangulation (Shenton, 2004) Member checking involved sending transcripts of semi-structured interviews back to the thirty-six students for accuracy verification, allowing them to note any discrepancies between their intended meanings and the transcriptions All students confirmed the accuracy of the transcripts upon review Additionally, the data collection process was strengthened through triangulation with reflective journals and semi-structured interviews.
Ethics
To uphold research ethics, Hammersley & Trainou (2012) emphasize the importance of ensuring participant confidentiality and freedom from coercion and harm In this study, the researcher obtained permission from her school faculty to conduct research with her students, clearly outlining the study's purpose and methods It was confirmed that no harm would come to the students, as video recordings were not conducted during class, and participation was incentivized with bonuses for good performance Students were assured that the outcomes of their video recordings would not impact their learning, except for potential bonuses, and that their ideas would be used solely for research purposes without evaluation To protect their identities, students' names were changed, and they were informed of their right to withdraw from the study at any time.
Researcher’s role
In qualitative case studies, the researcher plays a crucial role as an interpreter and gatherer of interpretations, as noted by Stake (1995) The researcher’s background and beliefs can influence participants' responses and data interpretations Particularly in high school settings, participants may feel pressured to engage in the study due to the teacher-researcher's role To mitigate this, learners were informed they could withdraw at any time Concerns about potential bias may lead participants to provide inaccurate reflections in their journals and interviews regarding the benefits of video-recording To address this, the researcher offered support and advice when needed, and video-recording sessions were conducted outside of class, ensuring that participants' actual performances would not impact their assessments, aside from a minor bonus Clarifying that the project's purpose was solely for research helped participants feel more comfortable expressing themselves.
As an emerging researcher, I am keen to investigate the effectiveness of my self-evaluation methods on student outcomes To minimize subjectivity in data interpretation, I implemented member checking by sending transcripts of reflective journals and interviews back to students for verification of their intended meanings Additionally, triangulating data from reflective journals and interviews allowed me to gain a deeper understanding of learners' responses and enhance my reflexivity in the research process.